Suchergebnisse

In the common consciousness the phenomenon of manipulation is closely associated with areas of media, politics and business. The author presents strategies of manipulation in psycholinguistic aspect and from the point of view of communicative linguistics as a special case of the use of interactive communicative discourse strategies that can influence the psychological state of interlocutor.Some researchers consider manipulation as a universal strategy, however, in-depth analysis of manipulative strategies and tactics in dialogical speech proves that they belong to interactive communicative strategies actively used in interpersonal communication. The analysis of some dialogues of everyday communication led us to the conclusion that the manipulative character of structural features underlying the development of such strategies depends in the first place on the communicative intentions of the interlocutors, their personal characteristics and interpersonal relationships. Manipulative strategies are used to clarify the preconditions for achieving the communicative goals of the leader of communication and of the reagent, to ascertain the true intentions of the interlocutor, to evade a direct answer, to replace the goals of the interlocutor, to intercept the initiative and to change the topic of conversation. The high degree of manipulation in interpersonal communication often receives negative ethical evaluation and in extreme form, can be considered by psychologists as a pathological phenomenon, but a good level of proficiency in manipulative communicative strategies is a component of a number of personal characteristics that play an important role in the social adaptation of the linguistic subject.The article emphasizes the conventionality of the distinction between manipulative and interpersonal communication from a linguistic point of view, which provides the possibility of the use of manipulative strategies in student-centered teaching/learning languages. The author analyses the interactive subsidiary strategic moves and steps of dialogical cycle, which can be used to create strategic exercises for training dialogic communication in a foreign language. The research focuses on the problem of significance of the manipulative communicative strategies in language learning and their use in the system of exercises for teaching foreign languages, and in particular in teaching foreign language business communication. ; В обыденном сознании феномен манипуляции ассоциируется со сферами деятельности средств массовой информации, политики и бизнеса. Автор статьи представляет стратегии манипуляции как в психолингвистическом аспекте, так и с точки зрения коммуникативной лингвистики как частный случай применения коммуникативных дискурсных стратегий воздействия на собеседника. На основе анализа диалогов повседневного общения делается вывод о ряде структурных особенностей, лежащих в основе развития подобных стратегий. В статье подчеркивается условность разграничений между межличностным и манипулятивным общением с лингвистической точки зрения, что обусловливает возможность использования манипуляционных стратегий в личностно-ориентированном обучении/изучении языков. В статье рассматриваются интерактивные стратегические ходы и вспомогательные шаги диалогического цикла, которые могут быть использованы при создании стратегических упражнений для обучения диалогическому общению на иностранном языке. Основное внимание уделяется проблеме лингводидактической значимости манипуляционных коммуникативных стратегий и их использования в системе упражнений для обучения иностранным языкам, и, в частности, при обучении иноязычному деловому общению. ; У повсякденному житті феномен маніпуляції асоціюється зі сферами діяльності засобів масової інформації, політики, бізнесу. Автор статті представляє стратегії маніпуляції як у психолінгвістичному аспекті, так і з точки зору комунікативної лінгвістики як окремий випадок використання комунікативних дискурсних стратегій впливу на співрозмовника. На підставі аналізу діалогів повсякденного спілкування зроблено висновок про низку структурних особливостей, що лежать в основі розвитку таких стратегій. У статті підкреслюється умовність розмежування між міжособистісним і маніпулятивним спілкуванням із лінгвістичної точки зору, що обумовлює можливість використання маніпуляційних стратегій в особистісно-орієнтованому викладанні/вивченні мов. Розглянуто інтерактивні стратегічні ходи та допоміжні шляхи діалогічного циклу, що можуть бути використані під час створення стратегічних вправ для навчання діалогічного спілкування іноземною мовою. Головну увагу приділено проблемі лінгводидактичної значущості маніпуляційних комунікативних стратегій та їхнього використання в системі вправ для навчання іноземних мов, зокрема ділового спілкування.

In times of radical transformation occurs aggravation of problems in the cultural sphere. It detects the absence of a common language. The crisis of the social structure is expressed in the decrease of cultural values trims not only in everyday life but also in literature, theater and other areas of cultural life. Information is easily converted into a self-centered experience serving misinformation and does not correlate with universal meanings. Language serves culture, rather than determining it.Etnomarginalny considered to be a person located on the conditional boundary between two or more ethnic groups, none of which it does not recognize fully their own. Accordingly, a group or layer etnomarginalny are people whose socialization took place in the framework of two cultures, two value systems, two behavior patterns – in short, everyone who is a carrier of different values and cultural patterns of conduct. Marginalized groups, as well as marginal individuals, being on the border of two linguistic cultures, is identification with each of them and at the same time asserts its own system of norms and values. For this group, with its uncertain status and unstable situation is characterized by external and internal contradictions and, as a consequence, the potential polyvector actions. These groups are characterized by excess and the average level for extreme parameters: negative, like suicidal tendencies, and positive, such as high creativity.Feature attitude etnomarginalny personality is that she, being simultaneously in two language cultural and value systems, is experiencing psychological dichotomy. In practice, this manifests itself in the use of people double behaviors, adherence to the different, sometimes incompatible traditions that at the level of subjective perception leads to the lability and instability of worldview and orientations. Being in such a situation, a person wishes to overcome the psychological and emotional state of duality; it is characterized by the pursuit of a certain ideal of a society that is often associated with an active stance on social and political issues (so the ethno-marginalized often play an important role in international conflicts).Language – the phenomenon is extremely versatile. «Heritage» culture, it becomes subject to compliance with its functions, the essence and meaning of culture – free, creative activity of people. It is inseparable from language as integrity. There are an infinite number of certain systems of relationships between data items. The concept – it is essentially the definition of the word, and a reminder of a certain system of inter-relations inherent in the subject matter or this experience. To be effective, to explain the concept should immediately reach a certain system of relations where this concept is used. The notion that you can't immediately make is a false notion. ; В периоды коренных преобразований происходит обострение проблем в культурной сфере. Обнаруживается отсутствие общего языка. Кризис социальной структуры выражается в понижении планки культурных ценностей не только на бытовом уровне, но и в литературной, театральной и других сферах культурной жизни. Информация легко превращается в дезинформацию, обслуживая эгоцентричный опыт и не соотносясь с общечеловеческими смыслами. Язык обслуживает культуру, а не определяет ее. ; У періоди корінних перетворень відбувається загострення проблем у культурній сфері. Виявляється відсутність спільної мови. Криза соціальної структури виражається у зниженні планки культурних цінностей не тільки на побутовому рівні, а й у літературній, театральній та інших сферах культурного життя. Інформація легко перетворюється на дезінформацію, обслуговуючи егоцентричний досвід і не співвідносячись із загальнолюдськими смислами. Мова обслуговує культуру, а не визначає її.

In a joint project of the Writing Centre of the University of Constance and the Language Competence Centre of the Zurich University of Applied Sciences, all students and faculty of the University of Constance were asked to participate in a survey with the European Writing Questionnaire. The EWQ is a multilingual electronic tool to study academic writing practices with a special focus on contrastive analyses of writing cultures. The parallel item construction of the questionnaire allows comparing the data of students and faculty on similar issues. The report briefly outlines the situation of student writers at the University of Constance and then gives an account of the most interesting results of the undergraduate Bachelor degree programs as well as those of the study program Law which awards a Staatsexamen degree. Results show clear differences for many variables between the three disciplinary groups into which the university is divided (Sciences, Humanities, Politics/Law/Economy). Evaluations of students and faculty converge in many ways but show marked differences in the assessment of student language and writing skills. Student data show a high increase in the positive evaluations of their own writing skills during their studies (comparisons between 2nd and 6th semester). The genre descriptions which the faculty members were asked for (all of which are documented) show a clear preference for scientific over reflective and professional genres. Results of the study are discussed in terms of their implications for the writing centre work at the University of Constance. ; In einem Kooperationsprojekt des Schreibzentrums der Universität Konstanz und des Language Competence Centres der Zürcher Hochschule für Angewandte Wissenschaften wurde eine Befragung aller Lehrenden und Studierenden der Universität Konstanz durchgeführt. Ziel war es, Auskunft über Schreibpraktiken, Schreibkompetenzen und Einstellungen zum Schreiben zu erhalten. Eingesetzt wurde der European Writing Questionnaire, der zum Ziel hat, Schreibkulturen länderübergreifend zu untersuchen. Die parallele Itemkonstruktion des Fragebogens für Lehrende und Studierende erlaubt, Vergleiche zwischen den Einschätzungen beider Gruppen anzustellen. Dargestellt werden in dem Bericht die Auswertungen für die Bachelorstudiengänge und für den Studiengang Recht (Staatsexamen). Die Ergebnisse zeigen klare Unterschiede in den Schreibpraktiken zwischen den drei Fächergruppen der Universität (Naturwissenschaften, Geisteswissenschaften und Recht/Wirtschaft/Politik). In den Selbsteinschätzungen ihrer Schreibkompetenzen unterscheiden sich die Studierenden der niedrigeren Semester deutlich von denen am Studienende. Lehrende und Studierende geben zwar für die meisten Themen ähnliche Urteile ab, kommen aber zu merklich unterschiedlichen Bewertungen der studentischen Sprach- und Schreibkompetenzen. Eine Sammlung von Beschreibungen der Textgenres, die Lehrende im Unterricht verwenden, ist in Gänze dokumentiert und zeigt ein Profil studentischer Arbeiten, das stark an wissenschaftlichen und weniger an reflexiven oder beruflichen Textnormen orientiert ist. Die Bedeutung der Ergebnisse für die Arbeit des Schreibzentrums der Universität wird abschliessend diskutiert. ; In a joint project of the Writing Centre of the University of Constance and the Language Competence Centre of the Zurich University of Applied Sciences, all students and faculty of the University of Constance were asked to participate in a survey with the European Writing Questionnaire. The EWQ is a multilingual electronic tool to study academic writing practices with a special focus on contrastive analyses of writing cultures. The parallel item construction of the questionnaire allows comparing the data of students and faculty on similar issues. The report briefly outlines the situation of student writers at the University of Constance and then gives an account of the most interesting results of the undergraduate Bachelor degree programs as well as those of the study program Law which awards a Staatsexamen degree. Results show clear differences for many variables between the three disciplinary groups into which the university is divided (Sciences, Humanities, Politics/Law/Economy). Evaluations of students and faculty converge in many ways but show marked differences in the assessment of student language and writing skills. Student data show a high increase in the positive evaluations of their own writing skills during their studies (comparisons between 2nd and 6th semester). The genre descriptions which the faculty members were asked for (all of which are documented) show a clear preference for scientific over reflective and professional genres. Results of the study are discussed in terms of their implications for the writing centre work at the University of Constance.

La presente tesi rappresenta il primo studio dedicato all'interpretazione simultanea dal polacco all'italiano. La presente ricerca cerca di identificare il modo in cui interpreti di comprovata esperienza gestiscono alcune difficoltà tipiche della sintassi polacca fortemente divergenti da quella italiana. La scelta di studiare le catene nominali deriva dal confronto di quanto emerso dalle indagini sulla linguistica contrastiva con un'inchiesta tra gli interpreti accreditati presso le istituzioni europee per quella combinazione. Il primo capitolo è dedicato ad una panoramica sui contatti passati e presenti tra l'Italia e la Polonia e ad una riflessione sulla lingua polacca in chiave contrastiva con l'italiano. Il secondo capitolo si concentra sulla ricerca nell'ambito dell'interpretazione simultanea, in particolare sugli studi contrastivi e sulla discussione delle strategie usate dagli interpreti. Il terzo capitolo approfondisce il contesto di questo studio ovvero le istituzioni europee, il il multilinguismo e il regime linguistico al Parlamento Europeo. Il quarto capitolo include l'indagine del lavoro, condotta su un ampio corpus di dati. Sono stati infatti trascritti e analizzati tutti gli interventi tenuti in lingua polacca in occasione delle sedute parlamentari a Strasburgo e a Bruxelles del 2011 e del primo semestre 2009 e le relative interppretazioni in italiano (per un totale di oltre 9 ore di parlato per lingua). Dall'analisi è risultato che l'interprete nella maggior parte dei casi cerca, nonostante la velocità d'eloquio dell'oratore, di riprodurre fedelmente il messaggio. Tuttavia, qualora questo non risulti possibile, si è notato come gli interpreti ricorrano in maniera consapevole all'omissione di quelle informazioni desumibili o dal contesto o dalle conoscenze pregresse dell'ascoltatore. Di conseguenza la riduzione non rappresenta una strategia di emergenza ma una risorsa da applicare consapevolmente per superare le difficoltà poste da lunghe sequenze di sostantivi. ; This dissertation represents the first study on simultaneous interpreting from Polish into Italian. This research aims at finding out the strategies adopted by interpreters to overcome the differences between the Polish and the Italian syntax. In order to identify the object of this study, that is to say the strings of nouns, we carried out a survey among the interpreters working from PL into IT for the EU Institutions. The first chapter focuses on the past and present contacts between the two countries and on the contrastive analysis of the two language systems. The second one offers an overview of the studies carried out in the field of interpreting, in particular regarding specific language combinations and the strategies applied by interpreters. The third chapter presents the language regime of the European Institutions and their language services. The fourth chapter includes the analysis of the corpus. The corpus is composed of all the speeches held in Polish during the plenary sessions of the European Parliament in the year 2011 and during the first semester of the year 2009 and their respective interpretations into Italian (more than 9 hours for each language were transcribed.) During the analysis we noticed that interpreters usually try to interpret all the elements of the strings. When it is not possible, they tend to reduce the strings of nouns and omit some elements. Anyway, the great majority of omissions present in our corpus do not influence the content of the message, since the omitted parts can be inferred by the context or thanks to the listener's previous knowledge. Therefore, we can conclude that reduction should be considered as a resource to apply in a very conscious way in order to overcome the difficulties posed by long strings of nouns.

Рассматривается андрогенность языка и проблемы синтагматики категории рода. Указывается, что основной функцией, охватывающей все без исключения формы рода, является функция согласования, что само по себе делает важным и значимым синтагматический компонент категории рода. Однако нельзя сказать, что именно он продиктовал разграничение несклоняемых имен на слова мужского, женского или общего рода, так как сама синтагматика предопределяется денотативным содержанием фактором лексического значения. Основным синтаксическим средством выражения категории рода-пола у существительных общего рода является форма сказуемого, выражающая предикативный признак. Предикативные и атрибутивные связи несут разную нагрузку: атрибутивные сочетания в большей мере формальны, предикативные семантичны. ; Gender is one of the basic dimensions of the social structure of the society. Gender studies try to find out how gender stereotypes are reflected in the language system. If the language is not a natural body but a social construct, it must find a reflection of the social representations of the roles, capacities, responsibilities of men and women. The most radical representatives of genderology expressed the opinion that the language needed to be legislatively liberated from forms and expressions that contain gender discrimination. First of all, such "discriminatory" facts attributed to the normal use of the masculine in a generalized sense. Common gender is an Indo-European category and a natural phenomenon. In a broad sense, the possibility of fluctuations in coordination with respect to one noun is included into the common gender. Words of the common gender are otherwise called "homoforms", "homo-dual gender words", "disjunctions of two genders", "two lexemes" or "two meanings of a vocable", and the content of the group is generally understood univocally. In the Russian language the meaning of a female person is expressed by syntactic means, the significance of which is constantly increasing, because the growth of women's labour increases the number of suffices naming women by profession, but there is a reverse process. A number of linguistic studies note that words like doctor should be classified as a common gender noun, because their syntactic properties are similar to the common gender nouns. Most often such nouns are attributed to the common gender with a mark. Uninflected nouns naming both males and females should be classified as common gender nouns. As for the words of the doctor type, it is logical to attribute them to the masculine gender noun. Uninflected nouns do not convey the meanings of gender, number and case with the help of an inflection unlike most nouns of the synthetic inflected languages. Yet they possess grammatical meanings (otherwise they would not be able to function in communicative acts) and express them syntactically. The main syntactic means of expressing the category of gender of common gender nouns is the form of the predicate expressing the predicative sign. Predicative and attributive connections have different load: attribute combinations are largely formal while predicative ones are semantic for they are not so much consistent with the generic form of the noun, but correlate with the sex of the person the noun denotes (vrach prishla (f) / the doctor came, but khoroshiy vrach (m) / a good doctor). The "inertia" of concord in adjectives generates errors. So, attribute connections express grammatical concord, and predicative links indicate the meaning (biological sex). Plural nouns do not distinguish gender of common gender nouns and have no expression of it. The only way to express the gender of uninflected nouns is syntagmatically. Yet, one cannot say that this way dictated the classification of uninflected nouns into belonging to the masculine, feminine or common genders as syntagmatics is predetermined by the denotative content the lexical meaning.

This article is an analysis of language in diplomacy and politics from a psychological point of view. After an introduction on the importance of language in diplomacy, a delimitation of the field is made, indicating that the oral language will be basically treated, although some considerations are also applicable to written language. It is not intended to analyze the abundant existing literature on the subject, but the applications of Speech Act Theory in diplomatic and political practice. An analysis is made of the ways to proceed in a verbal exchange in which language is managed with precise objectives. The techniques of recognition of the signs of social division, use of personal pronouns to express "clusivity", conciliation strategies and "actively listening" are explained. Then the formulation and reformulation strategies (framing and reframing) used to persuade the listener are addressed, as well as other forms of formulation such as the techniques of suggestion and rhetoric. Numerous examples of recent diplomatic and political history are provided. The conclusion is that psychology and psycholinguistics can make an important contribution not only to explain the different forms of expression, but also to teach them to master them in order to solve conflict situations. Resumen Este artículo es un análisis del lenguaje en la diplomacia y la política desde el punto de vista psicológico. Después de una introducción sobre la importancia el lenguaje en la diplomacia, se hace una delimitación del campo, siñalando que será tratado básicamente el lenguage oral, aunque algunas consideraciones son aplicables también al lenguaje escrito. No se pretende analizar la abundante bibliografía existente sobre el tema, sino las aplicaciones de la teoría de los actos del habla (TAH) en la práctica diplomática y política. Se hace un análisis de las maneras de proceder en un intercambio verbal en el que se maneja el lenguaje con objetivos precisos. Se explican las técnicas de reconocimiento de los signos de división social, uso de los pronombres personales para expresar "clusividad", estrategias de conciliación y ""escuchar activamente. Luego se abordan las estrategias de formulación y reformulación (framing y reframing)utilizadas para persuadir al oyente, así como también otras formas deformulación como las técnicas de sugestión y retórica. Se proporcionan numerosos ejemplos tomados de la historia diplomática e política reciente. La conclusión es que la psicología e la psicolingüistica pueden hacer una contribución importante no sólo para explicar las diferentes formas de expresión, sino para enseñar a dominarlas a fin de a resolver situaciones conflictivas. Resumo Este artigo é uma análise da linguagem na diplomacia e na política do ponto de vista psicológico. Após uma introdução sobre a importância da linguagem na diplomacia, é feita uma delimitação do campo, indicando que a linguagem oral será basicamente tratada, embora algumas considerações também sejam aplicáveis à linguagem escrita. Não se pretende analisar a abundante literatura existente sobre o assunto, mas as aplicações da Teoria do Ato da Fala na prática diplomática e política. Uma análise é feita das maneiras de proceder numa troca verbal em que a linguagem é gerida com objetivos precisos. As técnicas de reconhecimento dos sinais de divisão social, o uso de pronomes pessoais para expressar "clusividade", estratégias de conciliação e "escuta ativa" são explicadas. Em seguida, são abordadas as estratégias de formulação e reformulação (framing e reframing) utilizadas para persuadir o ouvinte, bem como outras formas de formulação, como as técnicas de sugestão e retórica. Numerosos exemplos da história recente diplomática e política são fornecidos. A conclusão é que a psicologia e a psicolinguística podem dar uma importante contribuição não apenas para explicar as diferentes formas de expressão, mas também para ensiná-las a dominá-las para resolver situações de conflito.

In a recent publication, Die ander een is ek (2013) - translatable as "I am the other", or, more literally, "The other is I" - the renowned Afrikaans poet, T.T. Cloete, is ofthe opinion that man's ability to create words and poetry constitutes an exemplary activity ofthe mind. Following Cloete, it is argued in this paper that poetry, in its conscious exploitation of words and language, actualises a way of thinking, or uniquely demonstrates an intensified activity of the mind. A scrutiny of Cloete's sustained contemplation of poetic thought should reveal the relevance of literary studies in general and ofpoetic language in particular in keeping alive man's "faculty of wonder". The point of departure of Cloete's Die ander een is ek is grounded in personal convictions, and although the book was inspired by the suffering and death of his wife, whom he acknowledges as "the poet within himself", Cloete's views are substantiated throughout the study with reference to the meaning of philosophers, psychologists, or neurologists; the work of poets and other artists; or the lives of exemplary people such as Helen Keller. In this manner, the belief that man's creativity results in transcendence - that is, becoming "an other" by overcoming bodily limitations such as illness or old age - goes beyond personal experience or conviction only and attains a more universal attestation. To complement Cloete's views on poetic thought, reference is also made to a younger Afrikaans poet, Marlene van Niekerk. The detailed analysis of ekphrasis, the translation of image into word, in Marlene Dumas's "The painter" (depicting a young child besmudged with paint), would appear to substantiate Cloete's characterisation of ekphrasis as an instance of "multiple transcendence". At the same time, extracts of poems from her most recent anthology convincingly show how Cloete's definition of poetry as "unusual experience and non-routine language" ("ongeroetineerde ervaring en ongeroetineerde taal") is concretised in poems depicting both personal experience (poems on the beloved or the frailty of an aged father) and political criticism (poverty, crime or (inter) national corruption). The gist of the argument in this paper, that poetic thought (consciousness, feeling, conscience) constitutes an intensified activity of the mind, is therefore substantiatedfrom divergent points of view in Afrikaans poetry. Cloete explores the phenomenon of how disabled, crippled or frail bodies are apparently capable oftranscending able and healthy bodies in productivity - an inverse order of bodily strength and creativity. In this regard, Helen Keller remains the ultimate example of a disabled body (blind, deaf and mute) nevertheless being able to share her thoughts and feelings by means of "the language of her hands" - the only "language" available to her, according to Cloete. Artistic activity, both the act of creation by a poet, or the act of reception by a reader similarly results in transcendence. Cloete is, however, not only concerned with mind, as a distinguishing feature of man as "first primate", but also fascinated by the "miracle" of the body. In this regard every possible aspect of the body is scrutinised. Having first explored the miracle of old, sick or crippled bodies still being able to produce poetry or music, thus demonstrating man's ability to transcend bodily limitations, he argues that the body itself nevertheless is essential in enabling man to engage in activities such as writing poetry. In an, as yet, unpublished poem he stresses that every part of his body played an essential part in the creation of the poem - from his brain, his intestines, to his hand and fingers. It is hoped that poetry's unique contribution to the continuing debate about the necessity, or otherwise,of a sustained focus on the humanities and social studies (as opposed to the natural sciences, economics or technology) in tertiary education will become evident through a reading of both the theoretical probing and the poetic practice elaborately scrutinised in Cloete's remarkable book Die ander een is ek ("I am the other")

The theoretical part of the research analyses the main focuses concerning parents' satisfaction with the services provided by speech therapists and support to their children as well as to the families in pre-school in Lithuania as well as in other European countries. The aim of the research is to assess the parents' raising up pre-school children, who need speech therapy, satisfaction with speech therapy support. There were applied the theoretical analysis of literature and documents, secondary analysis of documents as well as empirical (questionnaire and interview), and statistical methods. Methods of descriptive statistics (absolute and relative frequencies) were applied for statistical analysis. The sample of research (questionnaire survey) consists of 198 parents with pre-school children, who receive speech therapy at pre-school, as well as 4 respondents who took part in an interview in order to ascertain the views and attitudes towards the given support and its contents. The main conclusions of the empirical part of the research: 1. The scientific literature and analysis of documents show that Lithuania, focusing on the European Union's education policy, shifts from a narrow orientation to the child's and the support to him/her, based on the traditional institutional assistance of a speech therapist to a child in educational institution, to a systemic educational model focused not only on a child but also on a families, involved into the child's education. 2. The analysis of the research results suggests that most of participated parents appreciate the speech therapy support to their child. Especially well regarded is speech therapy support for children in means of communication with a child and used forms and methods of the assistance. Parents involved in the research welcomed positively the provided information for them about the child's speech and language development and education opportunities as well as advices of speech therapist which makes the child feel safe, offers new ideas for child's education. 3. The results of the survey suggest that parental satisfaction with the support of speech therapist determine successful parents-professionals relationships, when it is discussed and agreed on the possible solutions. According to the opinion of parents who participated in the survey, although experts tend to communicate with parents with empathy, the cooperation is most often confined with advices how education child's speech at home. 4. The study showed that parents assess the support of speech therapy as an appropriate model for the child's speech and language development as well as other development areas. According to the respondents, professionals respect their family values and lifestyle, but they believe there should be a greater involvement of the parents into child's speech and language development activities as well as into the processes of development of speech and language education programmes. 5. The results showed that professionals' attitudes towards the cooperation based on their professional experience are positive, but it is still emphasized the lack of parental motivation to collaborate. Speech therapists, depending on parents' expectations, reconcile the parent and child's satisfaction with the educational process and speech therapy effectiveness. Most of speech therapists are satisfied with their work when a child succeeds in overcoming language and communication disorders, and develop positive relationships with parents and children, i.e. when it is sought the harmony between satisfaction with teaching and learning process and the efficiency of speech therapy.

The theoretical part of the research analyses the main focuses concerning parents' satisfaction with the services provided by speech therapists and support to their children as well as to the families in pre-school in Lithuania as well as in other European countries. The aim of the research is to assess the parents' raising up pre-school children, who need speech therapy, satisfaction with speech therapy support. There were applied the theoretical analysis of literature and documents, secondary analysis of documents as well as empirical (questionnaire and interview), and statistical methods. Methods of descriptive statistics (absolute and relative frequencies) were applied for statistical analysis. The sample of research (questionnaire survey) consists of 198 parents with pre-school children, who receive speech therapy at pre-school, as well as 4 respondents who took part in an interview in order to ascertain the views and attitudes towards the given support and its contents. The main conclusions of the empirical part of the research: 1. The scientific literature and analysis of documents show that Lithuania, focusing on the European Union's education policy, shifts from a narrow orientation to the child's and the support to him/her, based on the traditional institutional assistance of a speech therapist to a child in educational institution, to a systemic educational model focused not only on a child but also on a families, involved into the child's education. 2. The analysis of the research results suggests that most of participated parents appreciate the speech therapy support to their child. Especially well regarded is speech therapy support for children in means of communication with a child and used forms and methods of the assistance. Parents involved in the research welcomed positively the provided information for them about the child's speech and language development and education opportunities as well as advices of speech therapist which makes the child feel safe, offers new ideas for child's education. 3. The results of the survey suggest that parental satisfaction with the support of speech therapist determine successful parents-professionals relationships, when it is discussed and agreed on the possible solutions. According to the opinion of parents who participated in the survey, although experts tend to communicate with parents with empathy, the cooperation is most often confined with advices how education child's speech at home. 4. The study showed that parents assess the support of speech therapy as an appropriate model for the child's speech and language development as well as other development areas. According to the respondents, professionals respect their family values and lifestyle, but they believe there should be a greater involvement of the parents into child's speech and language development activities as well as into the processes of development of speech and language education programmes. 5. The results showed that professionals' attitudes towards the cooperation based on their professional experience are positive, but it is still emphasized the lack of parental motivation to collaborate. Speech therapists, depending on parents' expectations, reconcile the parent and child's satisfaction with the educational process and speech therapy effectiveness. Most of speech therapists are satisfied with their work when a child succeeds in overcoming language and communication disorders, and develop positive relationships with parents and children, i.e. when it is sought the harmony between satisfaction with teaching and learning process and the efficiency of speech therapy.

BACKGROUND: The COVID-19 pandemic and the UK government's subsequent coronavirus action plan have fundamentally impacted on every aspect of healthcare. One area that is severely affected is ear, nose and throat (ENT)/laryngology where speech and language therapists (SLTs) engage in a diverse range of practice with patients with a range of conditions, including voice disorders, airway problems, and head and neck cancers (HNCs). A large majority of these patients are in high-risk categories, and many specialized clinical practices are vulnerable. In addition, workforce and research issues are challenged in both the immediate context and the future. AIMS: To discuss the threats and opportunities from the COVID-19 pandemic for SLTs in ENT/laryngology with specific reference to clinical practice, workforce and research leadership. METHODS & PROCEDURES: The relevant sections of the World Health Organisation's (WHO) health systems building blocks framework (2007) were used to structure the study. Expert agreement was determined by an iterative process of multiple-group discussions, the use of all recent relevant policy documentation, and other literature and shared documentation/writing. The final paper was verified and agreed by all authors. MAIN CONTRIBUTION: The main threats to ENT/laryngology SLT clinical services include increased patient complexity related to COVID-19 voice and airway problems, delayed HNC diagnosis, reduced access to instrumental procedures and inequitable care provision. The main clinical opportunities include the potential for new modes of service delivery and collaborations, and harnessing SLT expertise in non-instrumental assessment. There are several workforce issues, including redeployment (and impact on current services), training implications and psychological impact on staff. Workforce opportunities exist for service innovation and potential extended ENT/SLT practice roles. Research is threatened by a reduction in immediate funding calls and high competition. Current research is affected by very limited access to participants and the ability to conduct face-to-face and instrumental assessments. However, research opportunities may result in greater collaboration, and changes in service delivery necessitate robust investigation and evaluation. A new national set of research priorities is likely to emerge. CONCLUSIONS & IMPLICATIONS: The immediate impact of the pandemic has resulted in major disruption to all aspects of clinical delivery, workforce and research for ENT/laryngology SLT. It is unclear when any of these areas will resume operations and whether permanent changes to clinical practice, professional remits and research priorities will follow. However, significant opportunity exists in the post-COVID era to re-evaluate current practice, embrace opportunities and evaluate new ways of working. What this paper adds What is already known on the subject ENT/laryngology SLTs manage patients with a range of conditions, including voice disorders, airway problems and HNCs. The diverse scope of clinical practice involves highly specialized assessment and treatment practices in patients in high-risk categories. A large majority of active research projects in this field are patient focused and involve instrumental assessment. The COVID-19 pandemic has created both opportunities and threats for ENT SLT clinical services, workforce and research. What this paper adds to existing knowledge This study provides a discussion of the threats and opportunities from the COVID-19 pandemic for ENT/laryngology SLT with specific reference to clinical practice, workforce and research leadership. What are the potential or actual clinical implications of this work? The COVID-19 pandemic has resulted in major disruption to all aspects of clinical delivery, workforce and research for ENT/laryngology SLT. Changes to clinical practice, professional remits and research priorities are of indeterminant duration at this time, and some components could be permanent. Significant clinical practice, workforce and research opportunities may exist in the post-COVID era.

Многозначие понятия политической культуры связано с его вычленением из общего культурного пространства и различных смыслов, вкладываемых в англоязычной и русскоязычной культуре в понятия «политика» и «культура». Как показано в работе, этот специфический элемент культуры включает в себя политическую мысль, связи культуры и политической философии, оценку политических структур с точки зрения культуры, политического самосознания и политического поведения общества, исторического процесса. Разница отношений значение смысл для различных культур переносится и на их специфические элементы и глубже на отдельные социокультурные феномены, например феномен (концепт) «трагическое». ; Culture 232 as one of basic elements of modern social and cultural realities, alongside with various processes occurring in the society, is frequently represented not only as a developed system of products of material and non-material activity of the person, social norms and establishments, spiritual values, people's treating of nature, environment, of themselves and each other; but also as a dynamically developing phenomenon capable of reacting adequately to the changing needs of the society during its historical life. Any particular culture, originating and developing (even in our consciousness, reconstructed by historical evidence, archaeological artefacts, works of art and logical conclusions, as it happens to cultures of dead civilizations) from social and cultural formations of a higher level, bears the culture's imprint (a certain 'cultural code'). And particular elements of modern culture are closely related to concrete historical, social and more general (in relation to them) cultural conditions and processes. In its turn, these particular elements influence some social and cultural phenomena within the sphere of their activity (especially those ones, which are simultaneously connected with the subjective reality of an individual and the objective realities of the society, common cultural space and historical process). The concept 'political culture' has multiple meanings due to its exclusion from the general cultural space and to the various senses of concepts 'politics' and culture' in English-speaking and Russian-speaking cultures. The structure 'tragic', represented in various languages and social and cultural realities, includes various components. Within the English language paradigm, the field «tragic» contains terms and concepts connected with personal experience and personal relations of characters in the analysed material: I, hero, dead, enemy, blood, fear, etc. At the same time, within the Russian language paradigm, alongside with the elements connected with personal relations of characters to the events described in texts (death, love, I), the semantic field of concept 'tragic' includes common cultural, universal concepts: war, death, trouble, grief, life.

The article deals with the peculiarities of informatization of higher education in the circumstances of transition to the information society and modern changes in the educational system and in the process of teaching foreign languages, the study of which is becoming increasingly important in connection with the expansion of economic and political relations, labor mobility and access to a large amount of scientific and technical information in foreign languages.The article also lights the different trends of the modern stage of informatization of education. The current stage of informatization of higher school has caused the emergence of the strategic goals, i.e. the global rationalization of intellectual activity by means of the use of information technology. The achievement of this goal depends on the mass computer literacy and ability to apply information in any sphere of work.The modern process of informatization of education led to the emergence of a number of problems, which the article has highlighted. The article also determines the functions of the Internet from the point of view of a teacher and students.As a whole the Internet technology provides the teachers and students with a huge amount of opportunities. Computer telecocommunications, when used correctly, can significantly improve the efficiency of the educational process. ; В статье освещаются проблемы информатизации высшего образования в целом и изучения иностранных языков в частности. В условиях перехода к информационному обществу социально-экономические и политические преобразования, а также постоянный рост объема информации привели к необходимости модернизации высшей школы, которая нацелена на развитие системы образования в соответствии с актуальными потребностями общества.Изменение образовательных стандартов с целью модернизации и информатизации современного образования не могли не затронуть процесс обучения иностранным языкам, изучение которых становится все более значимым.Также в статье рассматриваются функции сети Интернет с точки зрения ...

Since the Enlightenment, the innumerous debates in Europe on nomocracy have been led under various flagship terms, whose diversity can be boiled down to four types of key terms: 1. "State"; 2. "Republic"; 3. expressions suggesting that it is "law" that "rules", "reigns"; 4. linguistic constructs connecting both words "law" and "State". The German term Rechtsstaat, which is the most famous but not unique example of the fourth category, has gained progressively a worldwide resonance. By literally translating it, granting it a paramount position in their Constitution, and abandoning their traditional key word(s), many countries have germanized their legal language. Have they also germanized their legal mindset, their law? If so, to what extent, and how, and for what reason? Goes the current Germanization of our language hand in hand with a fundamental move towards a new understanding of the Constitution (i.e. judicialization of politics)? Or is the transnational ("global") buzz about Rechtsstaat just a fashion, jurists importing the trendy German term but not its content? Or do they mix, and partially innovate, when operating this "transfer/translation"? These fundamental issues will be analyzed in the case of France, which is particularly interesting as, since 1789, France perceived itself as a universal model (of its own understanding of nomocracy), and not as an importer, especially not of German legal terms, theories and solutions.

The development of the north-eastern French region of Lorraine is not only determined by its peripheral position, but also particularly by the border location and, associated therewith, by the immediate neighbourhood of Germany. Historical structures from the Celtic, Roman and German periods as well as the German-French conflicts that started in the 19th century were the reasons that Lorraine could not unite till now, but in the final analysis is a divided region. Witness thereof give, among others, the Romanesque-Germanic language divide and the still ever present rivalry between Nancy, the capital of the former Duchy of Lorraine, and Metz, the former Celtic Mediomatrics' seat and a presently still important diocese. The development of the Romanesque-Germanic language divide and the great number of historic monuments show that Lorraine was exposed to the changing influences of the Romanesque and Germanic cultures. For the idea and/or the political vision of a "Lotharingia" which presently makes its appearance in the Saar-Lor-Lux region concept to succeed, it is of great importance that the mental barriers between the Romanesque and Germanic culture must be overcome. Lorraine's socio-historical heritage does not only make an important contribution to the identity evolution of the Lorraine people, but also accounts for the region's attractiveness. As a European cultural region, the border location obtains a boosting revaluation since the linking rather than the seperating character of Lorraine is now highlighted.

El presente estudio buscó hacer un análisis de las implicaciones de la lengua de señas en la generación y desarrollo de movilizaciones sociales y políticas y ciberactivismo en países de la región andina como son Venezuela, Colombia, Ecuador, Perú, Bolivia y Chile. La lengua de señas fue considerada como una práctica intelectual de la comunidad sorda que sirve como contexto y pretexto para establecerse como sujetos políticos y agentes sociales de cambio. Se hizo bajo un enfoque cualitativo, y se realizaron acercamientos a la comunidad sorda de estos países haciendo once entrevistas estructurales y un grupo focal. Además se revisaron páginas web de asociaciones y federaciones de los países objeto con el fin de analizar los caminos de la movilización social y política de la comunidad sorda en estos espacios. Todo se realizó haciendo análisis de contenido de la información mediando una unidad de análisis. Entre lo encontrado se resalta que la movilización social y política de la comunidad sorda en los países de la región andina en general se encuentra en procesos de co-construcción y renovación principalmente porque aun en el colectivo no se distingue entre ser persona con discapacidad o ser parte de una minoría etno-lingüística. En lo que respecto a las movilizaciones virtuales, aun el colectivo no ha descubierto el poder que tiene el ciberespacio como una vía alternas para sus luchas y resistencias. ; Abstract. This article pretends to make an analysis of the implication of sign languages on the generation and development of social and political movements and ciberactivism in countries of the Andean region such as Venezuela, Colombia, Ecuador, Peru, Bolivia and Chile. Sign language was considered as an intellectual practice of the deaf community that serves as context and pretext in order to establish themselves as political subjects and social agents of change. The research was done under a qualitative focusing, and approaches were made to the deaf community from these countries making eleven structural interviews and one focal group. Moreover, web-pages of associations and federations from these countries were checked with the objective of analyzing the paths of the social and political movements of the deaf community in these spaces. Everything was made by a content analysis of the information by means of an analysis unit. Among the findings highlights that in general, social and political movements of the deaf community in Andean region are in process of co-construction and renovation mainly because the collective does not distinguish between being a person with disabilities and being part of an ethno-linguistic minority. Regarding virtual mobilizations, the collective has not yet discovered the power of cyberspace as an alternate path for struggles and resistance. ; Maestría